Automated Guidance for Student Inquiry
ARTICLE
Libby F. Gerard, Kihyun Ryoo, Kevin W. McElhaney, Ou Lydia Liu, Anna N. Rafferty, Marcia C. Linn
Journal of Educational Psychology Volume 108, Number 1, ISSN 0022-0663
Abstract
In 4 classroom experiments we investigated uses for technologies that automatically score student generated essays, concept diagrams, and drawings in inquiry curricula. We used the automatic scores to assign typical and research-based guidance and studied the impact of the guidance on student progress. Seven teachers and their 897 students participated. We documented the impact of guidance using pretests, embedded assessments, posttests, logged computer interaction data, and student and teacher interviews. We compared guidance designed to promote knowledge integration to 3 alternatives typically used in middle school classrooms. The knowledge integration guidance was more effective than generic guidance and specific guidance, and as effective as guidance designed by experienced teachers who also participated in professional development that emphasized knowledge integration. Results suggest that using automatic scores to assign knowledge integration guidance can provide an inquiry teaching partner: this guidance helps students use evidence to sort out ideas and can free teachers to support students who need extra help.
Citation
Gerard, L.F., Ryoo, K., McElhaney, K.W., Liu, O.L., Rafferty, A.N. & Linn, M.C. (2016). Automated Guidance for Student Inquiry. Journal of Educational Psychology, 108(1), 60-81. Retrieved March 28, 2024 from https://www.learntechlib.org/p/193783/.
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Keywords
- active learning
- automation
- Comparative Analysis
- Computer Uses in Education
- Essays
- Freehand Drawing
- Grade 7
- Grade 8
- Guidance
- Individualized Instruction
- inquiry
- Instructional Effectiveness
- Interviews
- Middle School Students
- Middle School Teachers
- Outcomes of Education
- Pretests Posttests
- Science Instruction
- Scoring
- Statistical Analysis
- Visual Aids
- Web Based Instruction
Cited By
View References & Citations Map-
The Teacher Responding Tool: Scaffolding the teacher practice of responding to student ideas in mathematics classrooms
James P. Bywater, Jennifer L. Chiu, James Hong & Vidhya Sankaranarayanan
Computers & Education Vol. 139, No. 1 (October 2019) pp. 16–30
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